学前教育和小学教育的连续性:指定研究的主题领域

O. Halian
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引用次数: 0

摘要

本文对学前教育与小学教育连续性研究的课题范围进行了系统梳理。它证实了研究其基本问题的重要性,考虑到教育过程中以个性为导向的模式,这种模式支持儿童成为其生活主体的需要。重点放在区分“上学准备”和“上学准备”这两个概念上。因此,对“学前成熟度”和“学校成熟度”概念的内容进行了分析,并确定了代表这些概念的概念组。学前成熟度是学龄前儿童的心理写照,是儿童在不同活动中获得的学习指标和能力的统称。这篇文章的作者证明了“学校成熟”这个概念与孩子上学的准备有关,这意味着,一方面,学习的能力,积极主动,独立,另一方面,准备实现自己的资源和个人潜力。采用一种全面的办法可以在发展、社会、文化、教育和环境方面考虑入学的准备情况。作者挑选出的基本观点将帮助教师彻底理解从学前到小学年龄过渡阶段儿童教育状况优化的可能性。它们涉及学校准备与六岁儿童组织合作的内容,小学在学前教育和小学教育的连续性和以儿童为中心的背景下的优先任务,以及确保儿童从学前教育向小学过渡期间的教育质量的条件。关键词:连续性,入学准备,入学准备,学前和学校成熟度,可教育性,可学习性,理念,整体方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Continuity of preschool and primary school education: specifying the subject area of the study
The article systematizes the subject area of the research on the continuity between preschool and primary education. It substantiates the importance of studying its basic issues, taking into account the personality oriented model of the educational process, which supports the need of a child to be a subject of their life. Emphasis is placed on the differentiation of the concepts «readiness for schooling» and «readiness for school». Accordingly, the content of the concepts «preschool maturity» and «school maturity» has been analyzed and the conceptual groups that represent those notions are identified. It is stated that preschool maturity presents the psychological portrait of the child of the senior preschool age, which collectively represents the indicators of learning, and the competencies acquired during different children activities. The author of the article justifies the concept «school maturity» in relation to the child’s readiness for school, which means, on the one hand, the ability to learn, to be proactive, independent, and, on the other hand, the readiness to realize own resources and personal potential. The application of a holistic approach made it possible to consider readiness for school in developmental, social, cultural, educational and environmental aspects. Basic ideas, singled out by the author, will help teachers thoroughly comprehend the possibilities of optimizing the educational situation of a child in transition from preschool to primary school age. They concern the content of school readiness to organize cooperation with a six-year-old child, the priority tasks of primary school in the context of continuity of preschool and primary education and a child-centeredness, and conditions for ensuring the quality of education in the transition of a child from preschool to primary school. Keywords: continuity, readiness for schooling, readiness for school, preschool and school maturity, educability, learnability, idea, holistic approach.
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